Integral to any school are the systems in place to measure the attainment and progress of the pupils. The new national curriculum has at its very core the notion that the overwhelming majority of pupils will meet Age Related Expectations (ARE) and that those who are secure at the standard have the opportunity to make connections not only within a given subject area, but beyond it, therefore transferring skills to other subject domains and embedding their learning.
The Pinvin Federation has developed a set of performance measures for attainment and progress that are aimed to be understood by a range of key stakeholders, including: teaching and non-teaching staff; parents; governors and the pupils themselves. The objective of such measures is to be as robust and accurate as possible but at the same time allow the data that is generated to drive real and meaningful pupil improvement. Therefore, the tracking of this data overtime becomes crucial in assessing the progress the Federation is making in terms of outcomes.
We view specific pupil groups as important in the context of performance measures, however we consider the individual and their characteristics of greater significance. In this way we have a more refined system that analyses pupil under performance.
The new national curriculum is now delivered throughout the Federation, however our pupils are currently in the transition period, having experiences of both new and old systems and curriculum content.
The Federation believes that there is some, although limited, correlation between the previous levelled system and the new one although a great deal of caution should be applied when making direct comparisons with this as the bands that assess attainment are very different. The table below is an indicator for teachers of how possible links can be made, but as suggested this is a guidance tool only.